M.Phil. / Therapeutic massage therapy (TMT) as a profession has undergone major transformations on two levels simultaneously in the past five years. The first is the statutory recognition of TMT as a health profession regulated by the Department of Health and the Allied Health Professions Council of South Africa (AHPCSA) that has propelled the therapy from the services sector into the country's primary health care system. The second is the transformation of the South African education structures requiring TMT to be formalised and accredited by the South African Qualifications Authority's (SAQA) and the accommodation of the qualification on the National Qualifications Framework (NQF) in accordance with the Higher Education Act of 1997. These impetuses have led to a shift in the profession's approach to how it defines itself and how it trains future therapists. The focus of this study is the Massage Therapy Institute's Community Service Programme (MTI CSP), the focal point of the institution's second year programme. The CSP entails the combining of practical sessions and community service in order to expose learners to a wide variety of conditions to encourage theory-practice integration. It also fosters a social awareness through exposure to patients from varied cultural and socio-economic backgrounds in a clinical setting. The purpose of this study was to investigate the perceptions of learners and educators regarding the efficacy of the programme to integrate theory and practice and to prepare TMT therapists for a health profession in the primary health care domain. From the analysis it was apparent that despite a number of shortcomings, learners and educators agreed that the CSP encouraged theory practice integration and personal development. They were also able to hone their professional skills. All participants indicated however, that learners failed to effectively transfer the knowledge and skills gained during the combined practical and community service sessions to written learning tasks that formed part of and tasks outside the programme. This was confirmed by text analysis of treatment and case study reports. The implications for teaching and learning are discussed in the context of language learning and learning through language in order to move beyond the what and the how to the why. It was also clear from the research that participation in the programme led to perspective transformation in the majority of learners' perception of TMT as a health profession located in the PHCS. The analysis showed that the reasons for the exception to this trend, is related more to macro policies rather than the efficacy of the CSP. Finally, a number of recommendations are made to improve the transferability of the knowledge, skills and attitudes gained in the CSP to other learning tasks and beyond that to learners' personal and public lives. The recommendations emphasise metacognitive skills and critical reflection to equip learner-therapists to become fully participating members of a responsible and relevant health profession.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1984. / Also available in print.

Made available in DSpace on 2016-08-17T13:54:14Z (GMT). No. of bitstreams: 1 MARIA JOSE DOS SANTOS.pdf: 1153178 bytes, checksum: 881c3f9cb0a4a67937bcfa293e5be90e (MD5) Previous issue date: 2009-06-30 / FUNDAÇÃO DE AMPARO À PESQUISA E AO DESENVOLVIMENTO CIENTIFICO E TECNOLÓGICO DO MARANHÃO / This research presents the results of an investigation concerning the pedagogic uses of the new technologies of the information and of the communication in classroom of the medium teaching of a school of the state net of teaching of São Luís - MA. How do the teachers use the technologies made available at the school in their classes? With that departure question to present dissertation was developed. Seeking, therefore, to apprehend, starting from the investigation of the teacher's practice in classroom and of the speeches through interviews and of the application of a questionnaire, that you sort things out of doing they were being produced in the exercise of the teaching when of the pedagogic uses of the technologies made available in the school space. The analyses based priorly on the use concepts or consumption, strategies, tactics and users of Certeau (2008), of habitus of Bourdieu (2007c) and of technique of Lévy (1999). The uses or consumption of NTIC in the classroom of the medium teaching constitute the focus of the work and they are understood starting from the production in own ways of consumption by the users of those cultural goods. We left of the hypothesis that in the development of the educational work when of the use of NTIC, teaching and learning they link as a special form of production and consumption. In that sense, the use doesn't happen in a passive way as an answer the proposals and expressed impositions in the legal devices (PCNEM and DCNEM), but they are practical that revolt and they are susceptible to subvert the manufacturer's logic, thought for the use of those tools, underlying to ideal of the market that sustains the new global economical model. / Esta pesquisa apresenta os resultados de uma investigação acerca dos usos pedagógicos das novas tecnologias da informação e da comunicação (NITC) em sala de aula do Ensino Médio de uma escola da rede estadual de ensino de São Luís - MA. Como os professores utilizam as tecnologias disponibilizadas na escola em suas aulas? Com essa pergunta de partida, a presente dissertação foi desenvolvida. Visamos apreender, a partir da investigação da prática dos professores em sala de aula e das falas por meio de entrevistas e da aplicação de um questionário, que maneiras de fazer estavam sendo produzidas no exercício da docência quando dos usos pedagógicos das tecnologias disponibilizadas no espaço escolar. As análises basearam-se prioritariamente nos conceitos de uso ou consumo, estratégias, táticas e usuários de Michel Certeau (2008), de habitus de Pierre Bourdieu (2007c) e de técnica de Pierre Lévy (1999). Os usos ou consumo das NTIC na sala de aula do Ensino Médio constituem o foco do trabalho e são entendidos a partir da produção de formas próprias de consumo pelos usuários desses bens culturais. Partimos da hipótese de que no desenvolvimento do trabalho docente quando do uso das NTIC, ensino e aprendizagem relacionam-se como uma forma especial de produção e consumo. Neste sentido, o uso não ocorre de forma passiva como uma resposta às propostas e imposições expressas nos dispositivos legais (PCNEM e DCNEM), mas são práticas que surgem e são passíveis de subverterem a lógica dos fabricantes pensada para o uso dessas ferramentas, às quais subjaz o ideário mercadológico que sustenta o novo modelo econômico global.